publication . Article . 2016

FRACTIONS: CONCEPTUAL AND DIDACTIC ASPECTS

Sead Rešić; Ismet Botonjić; Maid Omerović;
Open Access English
  • Published: 01 Sep 2016 Journal: Human Research in Rehabilitation (issn: 2232-9935, eissn: 2232-996X, Copyright policy)
  • Publisher: Institute for Human Rehabilitation
Abstract
Fractions represent the manner of writing parts of whole numbers (integers). Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered, which are essentially related to visualizing operations with fractions.
Subjects
ACM Computing Classification System: TheoryofComputation_GENERAL
free text keywords: fractions, numerator, denominator, manipulative and visual representation, proportional reasoning, Education (General), L7-991
Related Organizations

Fandiño Pinilla, M.I. (2007). Fractions: conceptual and didactic aspects. Acta Didactica Universitatis Comenianae. 7, 23-45.

Fazio, L. & Siegler, R. (2011). Teaching fractions. Educational practices series - 22. International Academy of Education & International Bureau of Education.

National Council of Teachers of Mathematics. (2007). The learning of mathematics: 69th NCTM yearbook. Reston, VA: National Council of Teachers of Mathematics.

Siebert, D. & Gaskin, N. (2006). Creating, Naming, and Justifying Fractions. Teaching Children Mathematics, April 2006.

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